Discipline‐centered post‐secondary science education research: Distinctive targets, challenges and opportunities

Coppola, Brian P.; Krajcik, Joseph

doi:10.1002/tea.21165

Cited by 13 publications

(8 citation statements)

References 25 publications

(30 reference statements)

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“…Beyond the challenges mentioned above, there are other barriers to the advancement of DBER outlined by the NRC and others [2], [5], [8], [9]. Firstly, it is essential to provide training in conducting educational research about how people think and learn in a discipline.…”

Section: Current Challenges In Dbermentioning

confidence: 99%

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Discipline-Based Education Research (Dber) – What Is It, and Why Should Engineering Education Research Scholars Be Talking About It More?

Paul¹,

Brennan²

2019

PCEEA

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Engineering Education Research (EER) is a growing field in Canada. However the interdisciplinary nature of our field means we frequently face challenges, often in the form of deficits: funding, support from colleagues, sufficient interdisciplinary expertise, and recruitment of and support for post-graduate students. In order to continue growing the EER field, we need to provide academic scholars and students with the necessary interdisciplinary support systems. This paper provides an overview of the field of Discipline-Based Education Research (DBER) and makes recommendations on how EER scholars can more intentionally engage. Specifically, through knowledge sharing, communities of practices, and collaborative infrastructures and systems.

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Section: Current Challenges In Dbermentioning

confidence: 99%

“…Through a large research network, the perceived value of DBER as a legitimate and validated field of research would increase. Additionally, interdisciplinary collaborations across DBER may provide particularly good momentum for translation of research results into practice [9].…”

Section: Improve Perception Of Eer As Research Fieldmentioning

confidence: 99%

Discipline-Based Education Research (Dber) – What Is It, and Why Should Engineering Education Research Scholars Be Talking About It More?

Paul¹,

Brennan²

2019

PCEEA

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“…Others (Ansari and Coch, 2006; Fairweather, 2008; Hilborn, 2012; D’Avanzo 2013; Coppola and Krajcik 2014; Talanquer, 2014) have also noted the need to better integrate DBER with sister disciplines in the learning sciences. Such integration of knowledge seems part and parcel of the emergence of learning science as a discipline.…”

Section: Dber a Maturing Fieldmentioning

confidence: 99%

STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

Mulnix

2016

LSE

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“…Existing tools that assist instructors in authoring LDs do not provide guidance to instructors on how to resolve the design impediments that instructors face in technology-constrained contexts, such as lack of 1:1 learner access to the visualizations, nor do they focus on harnessing the affordances of visualizations. This problem is compounded for instructors at the tertiary level, especially in science and engineering domains, where content topics become more abstract and instructional objectives are focused on equipping students to transition from the academic to the professional world (Bennett et al, 2015;Coppola & Krajcik, 2014). Thus, the aim of this research was to develop an LD tool that addresses the identified design impediments for tertiary-level instructors teaching with visualizations and guides them to create effective, student-centred LDs.…”

Section: Introductionmentioning

confidence: 99%

CuVIS: An interactive tool for instructors to create effective customized learning designs with visualizations

Banerjee

Murthy²

2018

AJET

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Instructors face difficulty in creating student-centred, customized learning designs (LDs) for teaching with information and communication technology (ICT) tools such as visualizations (animations, simulations or videos). This problem is compounded for tertiary-level instructors teaching in instructor-mediated classrooms. In such classrooms, common in many parts of the developing world, students may not have 1:1 access with the visualization and have to interact with it via the instructor. Here, the instructors’ pedagogy becomes an important factor determining effective learning with the visualization. To address this problem, a set of design impediments faced by instructors in this context were first identified. Design guidelines were created to address these impediments. These guidelines evolved into the Customized Visualization Integration System (CuVIS). It is a wizard-like interactive tool that provides guidelines to instructors on how to create effective LDs that incorporate the principles of constructive alignment and meaningful learning with ICT, and is customized to instructors’ requirements. The effectiveness of CuVIS has been tested with instructors along multiple dimensions: usefulness and usability, impact on instructors’ pedagogical practice and impact on student learning when taught with CuVIS-generated LDs.

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Discipline‐centered post‐secondary science education research: Distinctive targets, challenges and opportunities

Cited by 13 publications

References 25 publications

Discipline-Based Education Research (Dber) – What Is It, and Why Should Engineering Education Research Scholars Be Talking About It More?

Discipline-Based Education Research (Dber) – What Is It, and Why Should Engineering Education Research Scholars Be Talking About It More?

STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

CuVIS: An interactive tool for instructors to create effective customized learning designs with visualizations

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